On the Radio

I believe I will be a guest on Speaking of Schools this Monday, December 1.

Bad news for charter schools. . .

A new report shows a serious failure by charter schools in Minnesota, home of the longest running experiment with charter schools.

See this news piece.

See the report here as a PDF.

KIPP in Ohio

The KIPP school in Ohio is facing some problems.

Note this story about the school.

What do we think of this?

George Will champions a paternalistic school.

And, how did paternalistic schools treat women throughout history?

See this.

And what if a school decided that women should conform to these expectations for women, inculcating them in our schools?

The President's children

What do we see in this Op-Ed concerning DC schools and a new President choosing school for his children?

DC Schools Just Not Good Enough, Leonard Pitts Jr.

And more on DC schools.

The BIG Finale!

Two major topics remain on the agenda as we approach the end of the semester. Based on your comments in class, and other input, I believe we need to focus our remaining discussions to three things (two topics and your final autobiographical collage); the two topics:

(1) Your books—both readings for the course. What are the major ideas you gained form them? What did you like? What did you not connect with?

(2) What can schools do? Several of you are interested in how our schools are not succeeding (especially with students form poverty). You are also interested in reforms. We need to face what schools can and cannot accomplish. And why.

Please consider looking closely at the KIPP report and the article on the new paternalism.

Then compare the new paternalism piece with the essay by Alfie Kohn, "Choices for Children: Why and How to Let Students Decide," September 1993. (I also recommend that you read another piece by Kohn also, "Beyond Discipline," November 20, 1996)

A new piece by Kohn is also interesting: Why Self-Discipline Is Overrated

In a democracy, what is a school obligated to provide all students? And how should that be accomplished?

How should we respond to this?

America the Illiterate, Chris Hedges

School reform, poverty. . .what do we do?

Since we discussed the problems with poverty and school reform, some of you may want to look at a recent study concerning KIPP schools, a reform initiative. Warning: Serious research document!

Monday Dinner! Don't forget, Nov 10, 6 pm, Chicora Alley

Dinner info

Academic and Intellectual Freedom in the Classroom

How the survey played out:

1) I remain quiet in class discussions because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.

Never (8) Rarely (21) Occasionally (20) Often (7) Always

2) When I talk in class discussions, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.

Never (14) Rarely (25) Occasionally (13) Often (4) Always

3) On written test/exams, I express ideas and beliefs that are similar to the teacher/professor’s even though the ideas and beliefs are not necessarily my ideas and beliefs because I am concerned that my ideas and beliefs may be different than those of my teacher/professor and that such a difference will negatively impact my grade.

Never (8) Rarely (14) Occasionally (18) Often (11) Always (5)

4) My teachers/professors are aware of their own assumptions and biases, and they make serious efforts not to allow their ideas and beliefs to impact negatively how they grade their students.

Never Rarely (7) Occasionally (19) Often (25) Always (4)

5) Most students express (orally and in writing) primarily what they believe teachers/professors want to hear/read instead of saying or writing ideas and comments that may contradict the teacher/professor because students fear differences of opinion negatively impact students’ grades.

Never Rarely (2) Occasionally (18) Often (34) Always (2)

6) I am more likely to change my views by what my peers believe or say than what my teachers/professors believe or say.

Never (4) Rarely (17) Occasionally (17) Often (16) Always (2)

Revised Final Schedule—URGENT

F 11/7: Book Club, second book discussion

M 11/10: E.3 submission DUE

W 11/12: Class discussion

F 11/14: Book Club, second book discussion

M 11/17: Class discussion

W 11/19: Book Club, second book discussion

F 11/21: GUEST lecturer(s)

M 11/24: GUEST lecturer(s); E.4 Full sub DUE

W 11/26: Thanksgiving Holiday

F 11/28: Thanksgiving Holiday

M 12/1: Autobiographical Collage drafting

W 12/3: Autobiographical Collage drafting

F 12/5: Autobiographical Collage drafting

M 12/8: Autobiographical Collage drafting

M 12/15: Exam—Final Portfolio/ Autobiographical Collage DUE (20 pp. min.)

Interesting Op-Ed

Thought many of you would find this interesting. It is well written and it addresses some of the faults with either/or thinking:

Now is the time for Christians to speak up

Politics and the cult of personality

This article may help you all put our discussion today in perspective:

Warren G. Harding

Academic freedom on university campuses?

Consider this piece from Inside Higher Ed.

Bias?

Interesting Op-Ed in The State; note the two tests you can take on-line to identify your biases:

What? Me biased?